AE17.MU.TEE.I.14

Arts Education (2017) Grade(s): 06-12 - Music

AE17.MU.TEE.I.14

Identify and support interpretations of the expressive intent and meaning of musical works, citing as evidence the treatment of the elements of music, contexts, and (when appropriate) the setting of the text.

Unpacked Content

Essential Questions

EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent.
EQ: How do we discern musical creators' and performers' expressive intent?

Skills Examples

Choral
Performing
  • Perform a varied repertoire of music representing diverse genres and cultures and showing expression and technical accuracy at a level that includes changes in tempo, key and meter.
  • Respond appropriately to the cues of a conductor during performance and rehearsal.
Creating
  • Describe a varied repertoire of music using correct music vocabulary.
  • Define vocabulary and music terms in all rehearsal and performance music.
Reading/ Writing
  • Demonstrate sight-reading abilities at an age-appropriate level of complexity.
  • Read and notate music which represents a variety of meters and rhythms.
Responding/ Evaluating
  • Evaluate performances of self and others to determine the accuracy of intonation, phrasing, and dynamic contrast.

Instrumental
Performing
  • Play instrument focusing on how musical elements such as tempo, beat, rhythm, pitch, form, harmony, and timbre to create meaning.
  • Sing, move, and respond to music from world cultures and different composers.
  • Improvise and compose simple rhythmic and melodic phrases.
Creating
  • Listen to and identify to music of different composers, historical periods and world cultures.
  • Recognize and identify longer music forms (sonata, 12-bar blues, theme and variations).
  • Identify elements of music including tonality, dynamics, tempo, and meter, using music vocabulary.
Reading/ Writing
  • Notice and describe what is heard in selected pieces of music and compare responses to those of others.
Responding/ Evaluating
  • Analyze music in terms of how it communicates words, feelings, moods, or images.
  • Compare interpretations of the same piece of music as they occur through dance, drama, and visual art.
  • Use constructive feedback to improve and refine musical performance.
  • Develop and apply criteria for critiquing more complex performances of live and recorded music.

Vocabulary

Choral
Rhythm
  • Sixteenth notes
  • Dotted notes/ rhythms
  • Compound meter
  • 3/4 time
  • 6/8 time
  • Cut time
  • Beat
  • Tempo
  • Syncopated rhythm
Melody
  • Intervals of thirds, fourths, and fifths
  • Subdominant arpeggio
  • Dominant arpeggio
  • Relative minor
Harmony
  • Soprano, alto, tenor, bass
  • 3-part singing (SSA, TTB, SAB)
  • 4-part singing (SATB, SSAA, TTBB)
  • Chord progression
Form
  • Rondo
  • D.S. al Coda
  • D.C. al Coda
Expression
  • Legato
  • Staccato
  • Tenuto
  • Accent
Other
  • Intonation

Instrumental
Rhythm
  • Dotted Quarter Note
  • Sixteenth Note & Rest
  • Compound Meter
  • 6/8
  • Cut Time
  • Syncopation
Melody
  • Minor
  • Theme
  • Upper Register
  • Lower Register
  • Conjunct
  • Disjunct
Harmony
  • Texture
  • Orchestration
Form
  • Endings
  • Dal Segno (D.S.)
  • Da Capo (D.C.)
  • Coda
  • Fin
Expression
  • Pianissimo
  • Fortissimo
  • Crescendo
  • Decrescendo
  • Diminuendo
  • Fermata
Other
  • Alternate Fingerings
  • Conducting Patterns
  • Gesture
  • Cue
  • Cutoff

Anchor Standards

Anchor Standard 9: Apply criteria to evaluate artistic work.
ALSDE LOGO